Assessing Teacher Preparation
Programs: A Value Added Approach
George Noell
Louisiana State University
August 25, 2004
Acknowledgement & Thanks

Multiple Divisions with in Louisiana DE
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Planning, Analysis, and Information Resources
Student Standards and Assessments
Particular Individuals
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–
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Bobby Franklin, Ph.D. & Michael Collier
Fen Chou, Ph.D.
Mary Helen McCoy, Ph.D.
Redesign's BIG question:

How do we know teachers are well
prepared?

Emphasis on meaningful assessment.

Difficulties of geographic dispersion,
instruments, and cost.
Leveraging Louisiana’s
Educational Data to Assess TPP

Challenge of unequal classrooms and
students

Value added approaches
1. Predict outcome
2. Assess actual outcome
3. Identify any patterns in Predicted versus Actual
Outcomes
4. Act on the results
New Teacher Effect LEAP ELA
(THIS IS AN ILLUSTRATION, NOT A VALID ASSESSMSENT)
260
255
250
Experienced
Univ. A
Univ. B
245
240
235
230
225
2002
2003
New Teacher Effect LEAP Math
(THIS IS AN ILLUSTRATION, NOT A VALID ASSESSMSENT)
260
255
250
Experienced
Univ. A
Univ. B
Univ. C
245
240
235
230
225
2002
2003
Issues for the future

Technical
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
Finalizing a model
National benchmarking
Capacity & Data management issues
Policy Issues
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Desire for a system
Use of the system
The Possibility
TEACHER PREPARATION PROGRAM
ASSESSMENT THAT IS:




Based on student achievement
Practical and potentially affordable
Uniform across all universities
Can be use to improve teacher preparation
CONTACT INFORMATION
Jeanne M. Burns
[email protected]
George Noell
[email protected]